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Course Criteria
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3.00 Credits
Fostering partnerships with families of diverse backgrounds; perspectives regarding access and equity for diverse student populations; laws regarding education of students with special needs. Letter grade only (A-F).
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3.00 Credits
Prerequisite: Consent of instructor. Normal and atypical development of language skills in school-aged children from non-English language backgrounds. Focus on skills needed in the classroom, including communicative competence, pragmatics and literacy. Distinction between normal language development and linguistic problems/disabilities.
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3.00 Credits
Legal Mandates (3) Prerequisites: Admission to Education Specialist Credential Program. Philosophical and historical foundations of language minority and special education in a diverse society. Discussion of educational theories, legal mandates, and models for serving culturally and linguistically diverse students with special needs in inclusive education. Letter grade only (A-F).
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3.00 Credits
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor. Methods for developing collaborative partnerships and effectively communicating with educators, community members, families, and individuals with disabilities. Letter grade only (A-F).
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3.00 Credits
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor. Overview of Assistive Technology and Augmentative Communication for individuals with exceptional needs. Examination of legislation, devices, and services using assistive technology and augmentative communication. Introduction to assistive technology assessment and advanced development of Computer Assisted Instruction. Letter grade only (A-F).
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3.00 Credits
Supervised experience with individuals with exceptionalities in schools, clinics, post-secondary education, workplaces, and residential settings. Application should be made by March 1 for the fall semester and October 1 for the spring semester. Letter grade only (A-F).
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3.00 Credits
Prerequisite: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor. Interpretation and application of emerging research in special education. Historical foundations, litigation, legislation, policy and practice in special education, emphasizing the last century. Current and emerging issues in the field. Relationships between research and practice. Letter grade only (A-F).
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3.00 Credits
Prerequisites: Full admission to the Level I Education Specialist Credential program or Education Specialist Intern program or acceptance in the Integrated Teacher Education Program, Education Specialist option and completion of or concurrent enrollment in EDSP 564. Curricular issues, models, and practices for students with disabilities. Emphasis on core curriculum in public schools and appropriate modifications and delivery of content to students with disabilities. Emphasis on individualized instructional planning procedures, validated instructional strategies, and collaborative teaching. Letter grade only (A-F).
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3.00 Credits
Prerequisite: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor. Formal and informal assessment procedures responsive to the cultural, socio-economic and linguistic characteristics of individual students with significant disabilities. Data-based decision making, curriculum adaptations and modifications, and instructional strategies. Collaboration with community agencies for successful transition from school to work. Letter grade only (A-F).
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3.00 Credits
Prerequisites: Admission to the Education Specialist Credential program, EDP 405, EDSP 350, 480 or consent of instructor. Knowledge of appropriate uses of formal, informal and authentic assessment procedures for planning, monitoring and evaluating instructional programs for students with disabilities. Emphasis on issues in assessing and evaluating culturally and linguistically diverse students. Letter grade only (A-F).
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